شبكة المعلومات العربية التربوية

The purpose of this study was to investigate the Saudi middle school reading teachers pedagogical beliefs about using metacognitive reading strategies to improve students reading comprehension skills. More specifically, the research was aimed at studying the adoption of using the use of metacognitive strategies by reading teachers to enable their students to be able to understand and comprehend better. The participants were 296 middle school reading teachers (152 males and 144 females). The teachers were divided into four groups of the questionnaire which they were discussed based on the research questions. The four groups of the questionnaire were the first group teachers believed in and used metacognitive reading strategies, the second group teachers believed in, but they did not use these strategies, the third group teachers did not believe in but they used these strategies, and the fourth group teachers did not believe in and they did not use these strategies. Data collection was done using questionnaires. After analyzing the teachers responses, it was reported that the majority of the reading teachers believed that the use of the metacognitive reading strategies in their reading class would improve the students reading comprehension. Thus, it was found that 74% of the teachers in this study believed in the metacognitive reading strategies, while 26% did not. Of the 74% that believed in these strategies, only 60.1% were able to implement it in their classes, and this was evident that the largest portion of teachers used the metacognitive strategies irrespective of whether they believed in them or not. However, 6.4% who did not believe in but used these strategies. In the study, only 19.6% of the reading teachers that did not believe in and did not use these methods in their classes, in addition to 13.9% who believed in using metacognitive reading strategies, but did not use them. However, through the recommendations, the objectives of this study can possibly be gained, which included helping the middle school teachers in Saudi Arabia gain the most efficient knowledge and skills in implementing metacognitive reading strategies in their reading class when teaching My immortal language textbook. (Author’s abstract)